Prior to the start of the unit, ask students to read the first few pages of their text book which discusses what a solution is, the types of solutions and solubility and saturation in preparation for the unit (and their diagnostic assessment).
Diagnostic Assessment:
Access to Socrative Diagnostic Solutions Assessment to be used in-class next day:
Create Socrative account for free at: m.socrative.com
Go to 'Manage Quizzes'
Choose 'Import Quiz'
Choose 'Import Shared Quiz'
Enter the following 'SOC #': SOC-1034791
You should have access to the quiz to use in your classroom.
This demonstration can be used as an introduction to the unit. Students will begin to think about density of liquids and should be able to extend some of their knowledge from the reading last night into miscibility. Students have experience with polar vs. non-polar substances from the first unit so should be able to explain what is occurring and why, with some prompting.
The teacher would set up this demonstration prior to class, and after the diagnositic assessment, the teacher would pull the demonstration out and have students in small groups attempt to explain what is happening. Each group would then give a brief overview of what is occurring and together the class would decide on the best explanation.
Curriculum Expectations: 2.1 Use appropriate terminology related to aqueous solutions and solubility 3.1 Describe the properties of water and explain why these properties make water such a good solvent
Diagnostic Assessment:
Access to Socrative Diagnostic Solutions Assessment to be used in-class next day:
You should have access to the quiz to use in your classroom.
Demonstration: Layered Liquids
Link: http://scifun.chem.wisc.edu/homeexpts/layeredliquids.htm
This demonstration can be used as an introduction to the unit. Students will begin to think about density of liquids and should be able to extend some of their knowledge from the reading last night into miscibility. Students have experience with polar vs. non-polar substances from the first unit so should be able to explain what is occurring and why, with some prompting.
The teacher would set up this demonstration prior to class, and after the diagnositic assessment, the teacher would pull the demonstration out and have students in small groups attempt to explain what is happening. Each group would then give a brief overview of what is occurring and together the class would decide on the best explanation.
Curriculum Expectations:
2.1 Use appropriate terminology related to aqueous solutions and solubility
3.1 Describe the properties of water and explain why these properties make water such a good solvent